Development and Evaluation of a Virtual Reality Environment for Geometry Education: A Design-Based Research Study
References to related material | Development and Evaluation of a Virtual Reality Environment for Geometry Education. A Design-Based Research Study. | |
Description of the data | This is the repository for the publication: Development and Evaluation of a Virtual Reality Environment for Geometry Education. A Design-Based Research Study. # All material is translated to English # "Codebook.xlsx" explains the Survey Data collected in both phases with the standardized questionnaire # "Survey Phase 1.csv" and "Survey Phase 2.csv" are the quantitative data collected in the respective phases, they use "," as separators # "Qualitative Results Interview.docx" contains the transcripts of the additionally collected qualitative Interview data from 10 participants each for the two data collection phases | |
Type of the data | Dataset | |
Total size of the dataset | 52846 | |
Author | Josupeit, Judith | |
Author | Arlt, Annika | |
Author | Greiß, Annika | |
Author | Dyrna, Jonathan | |
Author | Köhler, Thomas | |
Upload date | 2026-08-28T07:44:46Z | |
Publication date | 2026-08-28T07:44:46Z | |
Publication date | 2026-08-28 | |
Abstract of the dataset | Virtual reality (VR) offers new possibilities for geometry education by enabling learners to explore three-dimensional objects in spatially coherent environments. Despite these benefits, curriculum-related and theory-informed VR learning environments for lower secondary geometry remain limited, especially regarding formative evidence on users’ perceptions and design-related refinement needs. Thus, this study presents the development and formative evaluation of a VR learning environment for lower secondary geometry education, using a design-based research approach. In the environment, learners explored a virtual house and solved geometry tasks related to the geometric properties of the building and its surroundings. The evaluation comprised two phases with 48 participants in total. Quantitative questionnaire data and qualitative feedback were analyzed to examine perceived usability, cybersickness, cognitive load, motivation, perceived learning, didactic suitability, and design-related refinement needs. Overall, participants evaluated the environment positively. Ratings indicated low cybersickness, favorable perceived ease of use, low extraneous cognitive load, high learning-relevant effort, and high intrinsic motivation. Qualitative feedback showed that participants valued spatial exploration and perspective-taking, but also identified needs for more interaction, improved documentation of intermediate results, integrated feedback, and feasible classroom implementation. | |
Public reference to this page | https://opara.zih.tu-dresden.de/handle/123456789/2890 | |
Public reference to this page | https://doi.org/10.25532/OPARA-1551 | |
Publisher | Technische Universität Dresden | |
Licence | Attribution 4.0 International | en |
URI of the licence text | http://creativecommons.org/licenses/by/4.0/ | |
Specification of the discipline(s) | 1::12::109 | |
Specification of the discipline(s) | 1::12::110 | |
Title of the dataset | Development and Evaluation of a Virtual Reality Environment for Geometry Education: A Design-Based Research Study |
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